PBIS at Dale City Elementary School

The Dale City Elementary PBIS Team

Our PBIS Team

• Coach: Megan Kellner, MICI Teacher• Team Leader: Kathy Johnson, Counselor• Team Members:

– Cindy Crowe-Miller, principal, – Grade Level Representatives (1 from each grade)– 2 members from Specialists (Art, Music, PE, etc.)

Objectives

• Overview of PBIS at Dale City ES• Tiers of Interventions

– Procedures– Daily Progress Report Tier II– Data and how we use it– Daily Progress Report Tier III– Success Stories

• Q & A

Dale City ES History

• 2004-05: Visit to Amelia County Public Schools

• 2005-06: Formulated team and began implementing PBIS through a county-wide and nation-wide initiative known as Effective School-Wide Discipline (ESD)– Built school-wide awareness and agreement on

procedures and token reward system

• 2006-07: Taught and reinforced procedures – School-wide language developed

• 2007-08 PBIS team took off with new energy– Added new procedures– Developed Daily Progress Reports

• 2008-09 PBIS team continued to grow and make continuous progress and changes– Changed procedures to match ROAR– Developed Tier 3 Daily Progress Report

• 2009-2010 PBIS team focused on decreasing disproportionality – Introduced Back-on-Track school wide – Fun Fridays and Class Meetings

Where we began…

• After implementing PBIS, we developed procedures for the bathrooms, cafeteria, recess, assemblies, & accepting awards

• PAWS are token incentives that are distributed when students are following the procedures and are used to purchase items from the ROAR store

Interventions and Data

• School-wide procedures• Tier 2 Daily Progress Report• Tier 3 Daily Progress Report• Back on Track forms• Discipline Data

Continuum of School-Wide Positive

Behavior Support

Tertiary Prevention:Specialized,

Individualized, Systems for Students with High-

Risk Behavior

Secondary Prevention:Specialized Group

Systems for Students with At-Risk Behavior

Primary Prevention:School-/Classroom-

Wide Systems for All Students, Staff, and

Settings

80% of Students

15%

5%

Line # order

Brain Gym

Parent contact form-positive note Fun Fridays

Class meetings

PAWS-positive reinforcement

Procedures taught & practiced

Quality Student & Teacher

Class RADAR chart, Vision & Mission Statements

T-2 Daily progress report, CICO mentor

Classroom referral

Back on Track

Counselor- Individual or small group

Comprehensive child study

Student reentry contract(after OSS)

ISSOSS

DetentionAdministrative

Referral

T-3 Daily Progress Report /Coaching

Weekly Progress Report

PBIS Tiered Supports

Procedures

• School-wide procedures for hallway, cafeteria, bus, bathroom, assemblies, and recess

• What it means to ROAR everywhere

What is ROAR?

• Respectful

• Organized

• Appropriate

• Responsible

Dale City ES Mission

• Through the Dale City Elementary School R.O.A.R. program, every staff member in the

school is prepared and supported to: promote positive work habits, reinforce skills and

behaviors demonstrated by students, and teach new forms of behavior to replace

inappropriate behavior.• DCES PBIS Parent Brochure

Our Creed

Hallway Procedures

Walk, single fileHands at your side

Lips together

Expected Expected behaviors are visible in all areas of are visible in all areas of the school communitythe school community

Expectations & behavioral skills are taught & Expectations & behavioral skills are taught & recognized in natural contextrecognized in natural context

Where we are now...• Procedures NOW follow Schoolwide ROAR• What does ROAR look like:

– Halls– Cafeteria– Assemblies– Recess – Bathrooms – Bus

ROAR HALL Procedures

Respectful

*Respect the work of other classes hanging in the hallways.*Quietly pass classrooms that are working or testing.

Organized

*Walk in line single file.*Keep hands and feet to yourself.

Appropriate

*Walk up or down the stairs correctly.*Walk quietly in the hall.

Responsible

*Remember all belongings*Ignore the misbehavior of others in the hallway.

* Walk in quietly.* Sit criss-cross.

* Keep your hands in your lap.

* Keep your lips together and eyes forward.

* Teachers and students will raise their right hands with the “peace” sign to signal quiet.

Respectful

Organized

Appropriate

Responsible

ROAR Assembly Procedures

Respectful * Look the adult in the eyes.* Walk with a smile.

Organized * Shake your right hand with the adult.

Appropriate * Stand proud and tall.

Responsible * Say, “Thank you”.

AwardsROAR Procedures

Tier Two Interventions

T-2 Daily progress report & mentor

Classroom referral Back on Track

Counselor- Individual or small group

Weekly Progress Report

What is the BEP?• Behavior Education Program

Key aspects:• Supportive, NOT punitive• Focus is on Prevention• Students are identified and receive support quickly and easily.• Daily support and monitoring for students who are at risk for

developing serious and chronic problem behavior.• Targeted group intervention, based on a check-in/check-out

system.• Immediate feedback for student with increased positive adult

attention.• Quick and easy for all staff to implement.• Organized to morph into a self-management system.• Data driven.

Basic Approach to the BEP

• Define behavioral expectations.• Teach the expectations.• Build a regular cycle of checking in and

checking out with adults.• Finalize consequences for problem across

the school and home.• Collect information for ongoing evaluation

and adaption.

How to Identify Students for BEP

• Summarize Office Discipline Referral data• Develop a referral process• BEP referral by teacher, staff, or parent• Other data to consider:

– Absences & Tardies– Detentions & In-school suspensions– Lunch time consequences– Time outs

For whom is the BEP most Appropriate?

Appropriate• Low-level problem behavior (not

severe)• For those that engage in problem

behaviors to gain adult attention or find it reinforcing

• 3-7 Referrals• Behavior occurs across multiple

locations• Examples:

– Talking out– Coming unprepared– Talking back– Minor disruptions– Work completion

Inappropriate• Mildly inappropriate behaviors

that can be corrected with slight modifications in routine

• Occurs in only 1 or 2 settings• Serious or violent

behaviors/infractions• Extreme chronic behavior

(8-10+ referrals)• Require more individualized

support– Functional Behavior Assessment/

Behavior Intervention Plan (FBA/BIP)

– Wrap Around Services (CCS)

BEP Cycle

The Daily Progress Report

• Consistent behavior chart throughout school for at-risk students

• Incorporate ROAR • Mentor program (Check-in/Check-out)• No tangible rewards!!!• Parent buy-in is key!• Fidelity• Building relationships!!

Daily Progress ReportName: ____________________ RATING SCALE Goal: ________/100Date: ____________________ 3 = Great! Points earned: _______/100 2 = Almost 1 = Try Again Goal Met? Yes No

Goals/Time Block 1 Block 2 Block 3 Lunch &Recess

Block 4 Block 5 Block 6 Block 7 Comments

Respectful-To self & others, using manners, kind words, & comments

____ (+1 for all 3’s)

Organized- Managed materials & time

____ (+1 for all 3’s)

Appropriate-Followed directions & Code of Behavior

____ (+1 for all 3’s)

Responsible-Participated -Completed all work-Identified my feelings & my actions

____ (+1 for all 3’s)

Totals

Comments:______________________________________________________________________________________________________________________________________________________________Parent Signature: ______________________________________________

Talking Points:HomeworkProgress Report SignedSuppliesSet Goal for the day

Check - In Check - Out

DATE Homework &Materials

Positive Support & Reminders

BEP Parent Copy

Homework & Materials

Copy Points Met Goal?

BEP Check-In/Check- Out RecordStudent _______________________ Mentor __________________

Behavior Coaching Session

• I’ve noticed that _______________• Challenge situation (illustrate/demonstrate)• Expectation review, rehearsal, role play• Let’s try an experiment…

Trial Run

• May 2008 with 10 students • Students selected based on number of

referrals• Each student had a mentor• Tweaks were made for the 2008-09 year

Daily Progress Report Data

• 2008-09• Students in grades 2-5 for a total of 17

students• 6 students have “graduated” from the DPR• Dramatic decrease in referrals for many of the

students• 2009-10• 13 students on DPR

Daily Progress Report and Ethnic Groups

• 2008-09: – 15 students were African American– 4 students were Hispanic– 4 students were Caucasian– Drastic decrease in referrals for African American

and Hispanic students from 2007/08-2008/09

Daily Progress Report and Ethnic Groups

• 2009-10:– 7 students were African American– 3 students were Hispanic– 3 students were Caucasian– Drastic decrease in referrals for African American

and Hispanic students

JS Data March

0

20

40

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120

3/4

/2009

3/6

/2009

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/2009

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009

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Dates

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of

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ints

Daily Goal

Daily Points Earned

TJ February Data

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Date

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Daily Goal

Daily Points Earned

CJ Dec Data

020406080

100120

Dates

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ints

Goal

Points Earned

RS April Data

0

2040

6080

100

Dates

Poi

nts Points Earned

Daily Goal

Referrals Sept 07-Dec 07 vs. Sept 08-Dec 08 vs. Sept 09-Dec. 09

• 07 School Year-174 referrals • 08 School Year-97 referrals• 09 School Year-33 referrals• Number of referrals for Trial Run BEP students:

54/174 (31%)• 08-09 BEP students: 26/97 (27%)• 09-10 BEP students: 4/33 (12%)• Only 2 repeat offenders (11 referrals) for 08-09 year-

everyone else has decreased number of referrals from previous school year

• Decrease in referrals for all subgroups

3 Year Data Comparison3 year Total Referral Comparision

464

351

9122

296

15890

48119

70 472

0

100

200

300

400

500

Number ofReferrals

Major Minor Bus

Type of Referrals

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rals

2007-08

2008-09

2009-10

Number of Referrals by Ethnic Groups

2

246

135

80

7

159

7951

0

6034 27

0

50

100

150

200

250

300

Asian Black Hispanic White

Ethnic Groups

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efer

rals

2007-08

2008-09

2009-10

3 Year Data Comparison: Ethnic Groups

3 Year Data Comparison: Specific Behaviors

Data Analysis & Precision Interventions: Recess Example

• 07-08 Data Review of high discipline referrals – Selected Target: Playground during Recess– Analyzed & investigated further data for precision goal

• Interventions:– Expectations redefined for students– Expectations for STAFF: Roles & Responsibilities– New procedures before, during, & after recess– Modeled revised expectations for all – Targeted intervention – group skill-teaching for a few– Increased feedback to students, use of PAWS cards.

• Results: Referrals decreased significantly

Dale City Elementary5th GradeBACK ON TRACKSTUDENT CHOICE AND CONSEQUENCE REPORT

Date ____________

Name _______________________________ Teacher________________ 1. What type of disrespect or defiance did I show?

Disrespect Defiance

__eye rolling __mocking teacher __arguing __ lying__ laughing at teacher or others __refusal to do class work/other request__ whispering/mumbling during instruction __ other__ other

2. Did I make a good decision? Yes_____ No______

3. What could I do instead? ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

* Another incident in the same day or in a week's time will result in a loss of a privilege or after school detention.

Back on Track Forms

ENCOREBACK ON TRACKSTUDENT CHOICE AND CONSEQUENCE REPORT

Date ____________

Name _________________________________ Grade ___ Teacher________________ 1. What problem did I face? ________________________________________________________________________________________________________________________________________________________________________________________________________________________

2. Did I make a good decision? Yes_____ No______

3. What could I do instead?____Apologize ____Talk it Out____Follow Direction ____Ignore____Listen to the Teacher ____Take Turns____Ask to be Moved

Other choices:______________________________________________________________________________

__________________________________________________________________________________________

Tier 3 Interventions

Comprehensive child study

Student reentry contract(after OSS)

ISS

OSS

Detention

AdministrativeReferral

T-3 Daily Progress Report/Coaching

Daily Progress Report Tier 3 • 2008-09: 5 students and 4 ED students• Behavior specific• Mentor piece for check-in/check out• Continuous work in progress• 2009-10: 1 student• Tracking data this year• Students are moved to DPR Tier 3 if they are not

meeting their daily goal on the DPR or continue to receive referrals/demonstrating undesired behaviors

Dale City Elementary SchoolDaily Progress Report Tier 3

Name: _____________________________________________________ Date: _____________________________________________Mark: 2=Met this requirement/desired behavior

1=this requirement/desired behavior was unmetIf unmet, staff initiates Back-on-Track focusing activity (skill review) and Back-on-Track Reflection (bottom of this page)________________________________ will MANAGE HIS/HER BEHAVIOR by:

Behavior Goal

AM/Core Extension

Math Encore: PE, Art, Music

Science Lunch Recess Social Studies

Language Arts

1.

2.

3.

4.

Back-on-Track Reflection (introduced after student has successfully completed a Back-on-Track focusing activity)1. What Behavior Goal was not met?____________________2. What did you want?_____I wanted attention from others _____I wanted to be in control of the situation _____I wanted to challenge adult(s)_____I wanted to avoid doing my work _____I wanted to be sent home _____I wanted revenge_____I wanted to cause problems because I feel miserable inside _____I wanted to cause others problems because they don’t like me_____I wanted _________________________________________I should have ____________________________________________________________________________________________________________________________________________________________________________________________________________________________Comments: ________________________________________________________________________________________________________________________________________________________________________________________________________________Parent signature:__________________________________________________________

Dale City Elementary SchoolDaily Progress Report Tier 3

Name: _____________________________________________________ Date: _____________________________________________Mark: 2=Met this requirement/desired behavior

1=this requirement/desired behavior was unmetIf unmet, staff initiates Back-on-Track focusing activity (skill review) and Back-on-Track Reflection (bottom of this page)________________________________ will MANAGE HIS/HER BEHAVIOR by:

Behavior Goal

AM/Core Extension

Math Encore: PE, Art, Music

Science Lunch Recess Social Studies

Language Arts

1. Ima will remain in my seat.

2. Ima will follow directions the first time.

3. Ima will work independently for 10 minutes.

4.

Back-on-Track Reflection (introduced after student has successfully completed a Back-on-Track focusing activity)1. What Behavior Goal was not met?____________________2. What did you want?_____I wanted attention from others _____I wanted to be in control of the situation _____I wanted to challenge adult(s)_____I wanted to avoid doing my work _____I wanted to be sent home _____I wanted revenge_____I wanted to cause problems because I feel miserable inside _____I wanted to cause others problems because they don’t like me_____I wanted _________________________________________I should have ____________________________________________________________________________________________________________________________________________________________________________________________________________________________Comments: ________________________________________________________________________________________________________________________________________________________________________________________________________________Parent signature:__________________________________________________________

Social Behavior Social Behavior ++

Academic Academic Achievement Achievement

Success Stories

Acknowledge SuccessesAcknowledge Successes

Questions and Answers